Comparative investigation of high level skills of students in Turkey and some countries in the context of PISA 2006-2018 data

In this study, students science literacy achievement levels were investigated in the context of the data of the PISA international student assessment program between 2006 and 2018. In order to compete in science and technology, the importance given to the researches such as PISA (The Program for International Student Assessment), TIMSS, PIRLS, IEA and so on, has been increasing. According to these research reports, countries try to review and improve their educational status. PISA, which is an international research that evaluates to the extent to which the OECD (Economic Development Cooperation Organization) member countries have the basic knowledge and skills acquired during the education of students at the age of 15, is applied every 3 years since 2000. Science and technology, by increasing the momentum of human history up to the present day, have become the biggest competitive power of the countries in recent years. An indispensable input of science and technology, which is an absolute output of countries to be able to develop, is to educate generations with a qualified and effective educational policy. Science education is undoubtedly one of the main factors in the development of science and technology. One of the basic goals of education which we can briefly describe as permanent behavior change is to raise individuals who can investigate, examine, associate science to daily life, solve problems that they face by scientific methods. These skills are named as scientific process skills. In PISA results acquired by the researches done between the years of 2006-2018 science literacy of 12 countries are defined as BSB ranking 5 to 6 which are accepted as the highest levels.